Level 1 KWL (Levels 1 and 3) Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know? Games are very engaging and can also be used in lessons to make it more engaging to students. W = What do you want to learn? How to combine game theory with the flipped classroom model for maximum engagement and work toward mastery. L = What have you learned? (we'll do this last one later) I know the distinction between gamification and game based learning. The definition of 'fun' was interesting and what constitutes fun and breaking down games into what makes them engaging. I now have a fair idea for how I can use gamification in the class room and a basic outline of how to do this. Points to remember are the game components and mechanics as well as incorporating as many of the four different types of fun.
Reflection Add your thoughts here and also add to the KWL notes above, where appropriate. I think that a games approach is important to include in your teaching strategies and any type of lessons because as humans we have a naturally seek something fun in nature. I think that creating this fun element through games is essential to all teaching / coaching.
Level 2 Where do I start? Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification. MA4‑15MG performs calculations of time that involve mixed units, and interprets time zones MA3‑13MG uses 24-hour time and am and pm notation in real-life situations, and constructs timelines
Using hotmaths, widgets were shown and as class they were able to input 24 hour time notation and go back and forth. As the widget was displaying time calculation, the students were trying to race and calculate time themselves.
Observe and reflect After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Involving the students in the design of the game, its rules and constraints was a really valuable thing to do. They were more prepared to be involved when it was done in a game form and greatly enjoyed having their ideas approved and carried out. Watching them create and evolve ideas showed how lateral and original their ideas could be - play came very naturally to them and they learned and developed skills without realising it. It definitely makes sense to involve the students when planning lessons and how outcomes could be met. I am especially interested in the social development that students gain and this seems intrinsic to the gaming situation. I could see even the most bored kid participating and trying to give answer. Involving your students in the game design process in excellent and will increase buy in every time. Well done.
Level 3 Premiers Reading Challenge Reflection Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.) It was very well structured gamification experience as the levels of progression, rules and expectations are very clear. The expectations were clearly laid out and the path to rewards/certificates are also clearly outlined. There is an obvious chance to improve skills (through reading). The interaction with other students would be talking about how many books they have read and also discussing the stories. In terms of fun elements I think it would be mainly easy fun. The students can compete with each other but at the same time improving their skills and attaining certificates.
Zombie Learning Reflection Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.) Zombie Learning in my opinion fits into category 3 of the rubric with some elements of 4. I think this gaming experience is closer to a 4. There is a clear story which allows the students to improve skills and knowledge. There is a clear progression and it allows for good interaction amongst the students. I am not too sure how deep the players will go with their emotions. Most mechanics and dynamics are covered and the "action" verbs are mostly presently. This are used to motivated the students and in turn engagement.
Mostly all of the following mechanics are used: ● challenges ● chance ● competition ● co-operation ● resource acquisition ● rewards ● transactions ● turns ● win states (achievable goals/endpoint) ● Clear feedback and opportunity to try again. May include levels or point.
Mostly all of the following components are present:
Achievements
Avatars
Badges
Boss Fights
Collections
Combat
Content Unlocking
Gifting
Leaderboards
Levels
Points
Quests
Social Graph
Teams
Virtual Goods
You Try/ A final reflection Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Game Thinking Planning Template Lesson outcomes (These are also the constraints in your game dynamics, refer to your syllabus document) MA4‑8NA generalises number properties to operate with algebraic expressions MA5.2‑6NA simplifies algebraic fractions, and expands and factorises quadratic expressions Description of your audience (Age, likes and dislikes, motivations etc) Stage 5 (13 – 16 years). Like group work & collaboration, low ability group Motivations – success, social standing Time constraints (How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game) 4 weeks allocated in the scope and sequence. There are 6 lessons per week. Allocating 2 weeks per outcome from the topic. So two weeks of class time and homework time. Since lower ability class, explicit teaching required for each activity and to attain the outcome. However, the introduction/preparation activities (information/email distribution) can start any time before that. Game Elements (Game Dynamics, Game Mechanics and Game Components) Game Dynamics – students would be divided in groups of three and through out the unit of work they would be working together. The lessons would start with a 'Do it now' activity the group that is able to solve the first attains points. Likewise the points would be awarded to activities completed in class as individuals or as groups. The class would get 3 levels of questions and each would have different points attached to it, motivating students to attempt challenging questions. It would include constraints, narrative, relationships (some emotion), progression partially as each stage of the scaffold would get progressively harder /higher order. Game Mechanics – It would include, challenge, competition, cooperation, win states, feedback ,achievement, points and teams (perhaps social graph?/leader board) Game Components – There would be hard fun (challenge, reward and accomplishment), Easy fun (creativity, exploration, joy of figuring out a problem), serious fun (excitement, creativity, practising ‘real’ skills) & social fun (need to cooperate, compete and discuss).
Fun check (Integrated purposefully built into your experience including Easy fun, Hard fun, Serious fun and Social fun) I would say serious and social fun, as it allows learning to happen in the fun way and at the same time students interacting in a positive manner. Your initial design looks good although it lacks a narrative or description (in the template). I see you have indicated the game would have one even if it is not explained. What about 'the great time challenge' or other title as a starting point? You have thought of the elements you need to make a good start. Good luck.
Have you filled in the evaluation? Have you found the bonus level content? Yes, I did found it but as I was entering the password it said an error occurred and I lost that page. Do you need help getting back there?
Badges & Rewards
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know?
Games are very engaging and can also be used in lessons to make it more engaging to students.
W = What do you want to learn?
How to combine game theory with the flipped classroom model for maximum engagement and work toward mastery.
L = What have you learned? (we'll do this last one later)
I know the distinction between gamification and game based learning.
The definition of 'fun' was interesting and what constitutes fun and breaking down games into what makes them engaging.
I now have a fair idea for how I can use gamification in the class room and a basic outline of how to do this.
Points to remember are the game components and mechanics as well as incorporating as many of the four different types of fun.
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.
I think that a games approach is important to include in your teaching strategies and any type of lessons because as humans we have a naturally seek something fun in nature. I think that creating this fun element through games is essential to all teaching / coaching.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
MA4‑15MG performs calculations of time that involve mixed units, and interprets time zones
MA3‑13MG uses 24-hour time and am and pm notation in real-life situations, and constructs timelines
Using hotmaths, widgets were shown and as class they were able to input 24 hour time notation and go back and forth. As the widget was displaying time calculation, the students were trying to race and calculate time themselves.
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
Involving the students in the design of the game, its rules and constraints was a really valuable thing to do. They were more prepared to be involved when it was done in a game form and greatly enjoyed having their ideas approved and carried out. Watching them create and evolve ideas showed how lateral and original their ideas could be - play came very naturally to them and they learned and developed skills without realising it. It definitely makes sense to involve the students when planning lessons and how outcomes could be met. I am especially interested in the social development that students gain and this seems intrinsic to the gaming situation. I could see even the most bored kid participating and trying to give answer.
Involving your students in the game design process in excellent and will increase buy in every time. Well done.
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
It was very well structured gamification experience as the levels of progression, rules and expectations are very clear. The expectations were clearly laid out and the path to rewards/certificates are also clearly outlined. There is an obvious chance to improve skills (through reading). The interaction with other students would be talking about how many books they have read and also discussing the stories. In terms of fun elements I think it would be mainly easy fun. The students can compete with each other but at the same time improving their skills and attaining certificates.
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
Zombie Learning in my opinion fits into category 3 of the rubric with some elements of 4. I think this gaming experience is closer to a 4.
There is a clear story which allows the students to improve skills and knowledge. There is a clear progression and it allows for good interaction amongst the students. I am not too sure how deep the players will go with their emotions. Most mechanics and dynamics are covered and the "action" verbs are mostly presently. This are used to motivated the students and in turn engagement.
Mostly all of the following mechanics are used:
● challenges
● chance
● competition
● co-operation
● resource acquisition
● rewards
● transactions
● turns
● win states (achievable goals/endpoint)
● Clear feedback and opportunity to try again. May include levels or point.
Mostly all of the following components are present:
- Achievements
- Avatars
- Badges
- Boss Fights
- Collections
- Combat
- Content Unlocking
- Gifting
- Leaderboards
- Levels
- Points
- Quests
- Social Graph
- Teams
- Virtual Goods
You Try/ A final reflectionAdd your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Game Thinking Planning Template
Lesson outcomes (These are also the constraints in your game dynamics, refer to your syllabus document)
MA4‑8NA generalises number properties to operate with algebraic expressions
MA5.2‑6NA simplifies algebraic fractions, and expands and factorises quadratic expressions
Description of your audience (Age, likes and dislikes, motivations etc)
Stage 5 (13 – 16 years).
Like group work & collaboration, low ability group
Motivations – success, social standing
Time constraints (How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game)
4 weeks allocated in the scope and sequence. There are 6 lessons per week. Allocating 2 weeks per outcome from the topic. So two weeks of class time and homework time. Since lower ability class, explicit teaching required for each activity and to attain the outcome.
However, the introduction/preparation activities (information/email distribution) can start any time before that.
Game Elements (Game Dynamics, Game Mechanics and Game Components)
Game Dynamics – students would be divided in groups of three and through out the unit of work they would be working together. The lessons would start with a 'Do it now' activity the group that is able to solve the first attains points. Likewise the points would be awarded to activities completed in class as individuals or as groups. The class would get 3 levels of questions and each would have different points attached to it, motivating students to attempt challenging questions. It would include constraints, narrative, relationships (some emotion), progression partially as each stage of the scaffold would get progressively harder /higher order.
Game Mechanics – It would include, challenge, competition, cooperation, win states, feedback ,achievement, points and teams (perhaps social graph?/leader board)
Game Components – There would be hard fun (challenge, reward and accomplishment), Easy fun (creativity, exploration, joy of figuring out a problem), serious fun (excitement, creativity, practising ‘real’ skills) & social fun (need to cooperate, compete and discuss).
Fun check (Integrated purposefully built into your experience including Easy fun, Hard fun, Serious fun and Social fun)
I would say serious and social fun, as it allows learning to happen in the fun way and at the same time students interacting in a positive manner.
Your initial design looks good although it lacks a narrative or description (in the template). I see you have indicated the game would have one even if it is not explained. What about 'the great time challenge' or other title as a starting point? You have thought of the elements you need to make a good start. Good luck.
Have you filled in the evaluation? Have you found the bonus level content?
Yes, I did found it but as I was entering the password it said an error occurred and I lost that page. Do you need help getting back there?